Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The expected outcomes from this study include:
Journal article, monograph, or newsletter
Allor, J.H., Champlin, T.M., Gifford, D.B., and Mathes, P.G. (2010). Methods for Increasing the Intensity of Reading Instruction for Students With Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 45(4): 500-511.
Allor, J.H., Gifford, D.B., Al Otaiba, S., Miller, S.J., and Cheatham, J.P. (2013). Teaching Students With Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons. Remedial and Special Education, 34(6): 346-356. doi:10.1177/0741932513494020
Allor, J.H., Mathes, P., Roberts, K., Cheatham, J.P., and Al Otaiba, S. (2014). Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs?. Exceptional Children, 80(3): 287-306. doi:10.1177/0014402914522208
Allor, J.H., Mathes, P.G., Champlin, T., and Cheatham, J.P. (2009). Research-Based Techniques for Teaching Early Reading Skills to Students With Intellectual Disabilities. Education and Training in Developmental Disabilities, 44(3): 356-366.
Allor, J.H., Mathes, P.G., Jones, F.G., Champlin, T.M., and Cheatham, J.P. (2010). Individualized Research-Based Reading Instruction for Students With Intellectual Disabilities: Success Stories. Teaching Exceptional Children, 42(3): 6-12.
Allor, J.H., Mathes, P.G., Roberts, J.K., Cheatham, J.P., and Champlin, T.M. (2010). Comprehensive Reading Instruction for Students With Intellectual Disabilities: Findings From the First Three Years of a Longitudinal Study. Psychology in the Schools, 47(5): 445-466. doi:10.1002/pits.20482
Allor, J.H., Mathes, P.G., Roberts, J.K., Jones, F.G., and Champlin, T.M. (2010). Teaching Students With Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention. Education and Training in Autism and Developmental Disabilities, 45(1): 3-22.
Supplemental information
Funded through the Office of Special Education Programs prior to the establishment of NCSER.
- Are interventions (proactive reading) that are effective in teaching low readers also effective for teaching children with MR?
- What level of reading competence can be obtained using long-term intervention?
- Are there interactions between academic outcomes and child characteristics?
- Are students with MR who receive intervention afforded greater access to the general education curriculum?
This 4 year longitudinal study will evaluate whether an adaptation of the Proactive Reading intervention, initially developed and proven effective with struggling readers, will be effective for students in grades 1-3 (at beginning of the study) with mild to moderate cognitive disability. The adapted intervention extends the amount of time required for teaching the critical components of reading and incorporates activities that will enhance language comprehension skills.
- A 4-year reading curriculum validated on students with MR in elementary school,
- Supplemental lessons to enhance oral language comprehension for students with MR, and
- Presentations and publications on reading outcomes for students that receive the reading intervention in contrast to a business as usual control group.
* The dollar amount includes funds from the Office of Special Education Programs (OSEP) and NCSER.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
